Professors can build in many opportunities to assess how students are learning and then use this information to make beneficial changes in instruction. This diagnostic use of assessment to provide feedback to teachers and students over the course of instruction is called formative assessment. It stands in contrast to summative assessment, which generally takes place after a period of instruction and requires making a judgment about the learning that has occurred.
Assessments become formative when the information is used to adapt teaching and learning to meet student needs. When professors know how students are progressing and where they are having trouble, they can use this information to make necessary instructional adjustments, such as reteaching, trying alternative instructional approaches, or offering more opportunities for practice. These activities can lead to improved student success.
Adapted from "The Concept of Formative Assessment" by Carol Boston.
The ATI testing is designed to be given as a formative assessment during the semester and provides a mechanism to identify areas of weakness which allows for immediate action based on this assessment. This process thereby “closes the loop on assessment” and provides for immediate remediation and corrective action. It is a tremendous benefit to the student as they progress through the program.
Students are required to participate and pay for this program out of their course fees. It is important for students to "try their best" on these assessments even those it is not part of their course grades. An individual, who dismisses the test, hurts themselves and the rest of their fellow students. This would provide inaccurate information with respect to their own performance and the performance of the entire class. Such students will be referred to the Dean's office for disciplinary action and sanctions. It is not fair to the other students. Content Mastery and Review
The heart of ATI’s Assessment Driven and Review Program is the Content Mastery Series. This program aids students in the review and remediation process for the state licensing exam in nursing. Each module combines thorough content mastery assessment with review questions based on case studies. Review modules are followed by a non-proctored student exam to assess the effectiveness of remediation. Assessment and review are designed in accordance with the NCLEX test plan and cover the following nursing specialty areas:
Review modules include:
Medical-Surgical
Maternal-Newborn
Nursing Care of Children
Fundamentals of Nursing Practice
Mental Health
Pharmacology of Nursing Practice
Community Health Nursing Practice
Leadership and Management for Nursing Practice
RN Comprehensive Predictor
The RN Comprehensive Predictor is a proctored assessment designed for administration at the completion of program coursework in nursing. It is designed to assess the student's comprehensive knowledge base prior to graduation. Performance is 96% predictive of outcomes on the NCLEX-RN. Summary score information is useful to the student and nurse educator for identifying strengths and knowledge deficits in specific content areas prior to taking the professional licensing exam for nursing practice.
The faculty of the OCC nursing program believe that involving nursing students in the assessment process
puts them in control of their own success and in touch with the skills they need to
take responsibility for their own progress and success.
Students: Review your ATI test results >>
Faculty: Review the ATI results of your classes >>
ATI’s Assessment Driven and Review Program >>
Disabilities
Students with disabilities are encouraged to contact the Center for Academic Services for additional assistance. |
